Log in

Relevant bibliographies by topics / Ethnography in education / Journal articles

To see the other types of publications on this topic, follow the link: Ethnography in education.

Journal articles on the topic 'Ethnography in education'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Ethnography in education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Goodson, Leigh, and Matt Vassar. "An overview of ethnography in healthcare and medical education research." Journal of Educational Evaluation for Health Professions 8 (April 25, 2011): 4. http://dx.doi.org/10.3352/jeehp.2011.8.4.

Full text

Abstract:

Research in healthcare settings and medical education has relied heavily on quantitative methods. However, there are research questions within these academic domains that may be more adequately addressed by qualitative inquiry. While there are many qualitative approaches, ethnography is one method that allows the researcher to take advantage of relative immersion in order to obtain thick description. The purpose of this article is to introduce ethnography, to describe how ethnographic methods may be utilized, to provide an overview of ethnography's use in healthcare and medical education, and to summarize some key limitations with the method.

APA, Harvard, Vancouver, ISO, and other styles

2

Gillingham, Philip, and Yvonne Smith. "Epistemological Siblings: Seven Reasons to Teach Ethnography in Social Work Education." British Journal of Social Work 50, no. 7 (December 10, 2019): 2233–51. http://dx.doi.org/10.1093/bjsw/bcz153.

Full text

Abstract:

Abstract Ethnographic studies of people at the margins of society, struggling with complex and intertwined personal and social problems, have provided useful insights to social work students and practitioners. Similarly, ethnographic studies of social work practice have provided deeper understandings of how professionals work with individuals, groups and organizations. It has been argued that, given the similarities in the skills required to be an ethnographer and a professional social worker, ethnography should be included in social work curricula, both as an approach to research and as a way to enhance practice skills. The main contribution of this article is to extend this argument using the novel approach of exploring the similarities and divergences between the epistemological approaches of ethnography and social work, in terms of how knowledge is sought, constructed and critically questioned.

APA, Harvard, Vancouver, ISO, and other styles

3

Ravindran, Aisha, Jing Li, and Steve Marshall. "Learning Ethnography Through Doing Ethnography: Two Student—Researchers’ Insights." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692095129. http://dx.doi.org/10.1177/1609406920951295.

Full text

Abstract:

In this article, we present the accounts of the field experiences and challenges of two graduate student-researchers practising ethnographic methodology, conducting fieldwork, and writing up “post-modern” ethnographies that are both creative and “integrative”. We describe the complexities and tensions when two student-researchers negotiated many issues in the field and “behind the desk” as they transformed the texts: epistemology and ontology, reflexivity and auto-ethnography, and writing researchers and participants in and out of accounts. We conclude with a discussion on pedagogical implications, and consider the value of learning ethnography through doing ethnography.

APA, Harvard, Vancouver, ISO, and other styles

4

Frank, Carolyn R., and Frederick L. Uy. "Ethnography for Teacher Education." Journal of Teacher Education 55, no. 3 (May 2004): 269–83. http://dx.doi.org/10.1177/0022487104263978.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Bank, Adrianne. "Ethnography in education evaluation." Evaluation and Program Planning 9, no. 2 (1986): 180–83. http://dx.doi.org/10.1016/0149-7189(86)90039-x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Levitan, Joseph, Davin Carr-Chellman, and Alison Carr-Chellman. "Accidental ethnography: A method for practitioner-based education research." Action Research 18, no. 3 (May 16, 2017): 336–52. http://dx.doi.org/10.1177/1476750317709078.

Full text

Abstract:

This article presents and discusses Accidental Ethnography (AccE), a methodology for practitioners to examine past experiences and contribute their findings to scholarly discourse. Accidental ethnography is the systematic analysis of prior fieldwork. It utilizes extant data “accidentally” gathered (i.e. the data were not collected as part of a predesigned study) to provide insight into a phenomenon, culture, or way of life. The accidental ethnography method—a nascent method in research literature—was developed to provide a means of in-depth exploration of past practitioner learning experiences beyond personal reflection. This article organizes, advances, and systematizes an accidental ethnography method for practitioner–researchers. We propose here a method that encompasses broader intentionality on the part of the researcher and a potentially unorthodox chronology of steps in the ethnographic research process. For practitioners in education, where much is learned through action and reflection, accidental ethnography offers a methodological approach for rigorous reflective research by front-line practitioners who have traditionally had difficulty finding time to make rigorous contributions to the discipline. This article introduces the methodological approach, elaborates the accidental ethnography research process, situates the method within action research methodology, and provides an example of an accidental ethnography project.

APA, Harvard, Vancouver, ISO, and other styles

7

Pearson, Allen T., and Martyn Hammersley. "Classroom Ethnography." British Journal of Educational Studies 39, no. 3 (August 1991): 363. http://dx.doi.org/10.2307/3121164.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

PREISSLE, JUDITH, and LINDA GRANT. "EXPLORING THE ETHNOGRAPHY OF EDUCATION." Journal of Contemporary Ethnography 27, no. 1 (April 1998): 3–9. http://dx.doi.org/10.1177/089124198027001001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Hardman, John. "Book Review: Ethnography for Education." Journal of Research in International Education 4, no. 1 (April 2005): 110–13. http://dx.doi.org/10.1177/147524090500400107.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Schostak, John. "Book Review: Ethnography for Education." Theory and Research in Education 4, no. 3 (November 2006): 376–79. http://dx.doi.org/10.1177/1477878506069111.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Eisenhart, Margaret A. "The Ethnographic Research Tradition and Mathematics Education Research." Journal for Research in Mathematics Education 19, no. 2 (March 1988): 99–114. http://dx.doi.org/10.5951/jresematheduc.19.2.0099.

Full text

Abstract:

Although in theory ethnography has been put forward as a powerful naturalistic methodology, in practice it has rarely been used by educational researchers because of differences in assumptions, goals, and primary research questions. From my perspective as an educational anthropologist, I describe the research tradition of ethnography—its underlying assumptions, its heritage in holistic cultural anthropology, its goals and research questions, and the organization of its research methods. Throughout, I compare elements of this ethnographic tradition with more common educational research practices. In the final section, I discuss the advantages of improved communication for future research in both mathematics education and educational anthropology.

APA, Harvard, Vancouver, ISO, and other styles

12

Page, Reba, and Michelle Fine. "Do-Good Ethnography." Curriculum Inquiry 24, no. 4 (1994): 479. http://dx.doi.org/10.2307/1179954.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Jeffrey *, Bob, and Geoff Troman. "Time for ethnography." British Educational Research Journal 30, no. 4 (September 2004): 535–48. http://dx.doi.org/10.1080/0141192042000237220.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Chuang, Hsun-Yu Sharon. "Complete-member Ethnography." International Journal of Qualitative Methods 14, no. 4 (November 20, 2015): 160940691561155. http://dx.doi.org/10.1177/1609406915611551.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Pacheco-Vega, Raul, and Kate Parizeau. "Doubly Engaged Ethnography." International Journal of Qualitative Methods 17, no. 1 (August 22, 2018): 160940691879065. http://dx.doi.org/10.1177/1609406918790653.

Full text

Abstract:

Understanding the unique challenges facing vulnerable communities necessitates a scholarly approach that is profoundly embedded in the ethnographic tradition. Undertaking ethnographies of communities and populations facing huge degrees of inequality and abject poverty asks of the researcher to be able to think hard about issues of positionality (what are our multiple subjectivities as insider/outsider, knowledge holder/learner, and so on when interacting with vulnerable subjects, and how does this influence the research?), issues of engagement versus exploitation (how can we meaningfully incentivize participation in our studies without being coercive/extractive, and can we expect vulnerable subjects to become deeply in research design/data collection, and so on when they are so overburdened already?), and representation (what are the ethics of representing violence, racism, and sexism as expressed by vulnerable respondents? What about the pictures we take and the stories we tell?). Through the discussion of our research on the behavioral patterns, socialization strategies, and garbage processing methods of informal waste pickers in Argentina and Mexico, we ask ourselves, and through this exercise, seek to shed light on the broader questions of how can we engage in ethnographies of vulnerable communities while maintaining a sense of objectivity and protecting our informants? Rather than attempting to provide a definite answer, we provide a starting point for scholars of resource governance interested in using ethnographic methods for their research. We highlight the challenges we’ve faced in studying cartoneros in Buenos Aires (Argentina) and pepenadores in León (Mexico) and engage in a self-reflective discussion of what can be learned from our struggle to provide meaningful, engaged scholarship while retaining and ensuring respect and care for the communities we study.

APA, Harvard, Vancouver, ISO, and other styles

16

Gidron, Ariela, and Ruth Mansur Shachor. "Cultural Education: Ethnography In The Service Of Education." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 4, no. 1 (2006): 0. http://dx.doi.org/10.18848/1447-9532/cgp/v04/38813.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Kearney, Grainne P., Michael K. Corman, Nigel D. Hart, Jennifer L. Johnston, and Gerard J. Gormley. "Why institutional ethnography? Why now? Institutional ethnography in health professions education." Perspectives on Medical Education 8, no. 1 (February 2019): 17–24. http://dx.doi.org/10.1007/s40037-019-0499-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Cairns, Kate. "Ethnographic locations: the geographies of feminist post-structural ethnography." Ethnography and Education 8, no. 3 (September 2013): 323–37. http://dx.doi.org/10.1080/17457823.2013.792675.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Quinlivan, Kathleen. "Book review: Ethnography and Education. Special Issue: Shifting Boundaries in Ethnographic Methodology." Qualitative Research 12, no. 1 (February 2012): 94–96. http://dx.doi.org/10.1177/1468794111410635.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Karanfil, Ferhat. "Ethnography of communication." Global Journal of Foreign Language Teaching 10, no. 4 (November 30, 2020): 217–23. http://dx.doi.org/10.18844/gjflt.v10i4.4959.

Full text

Abstract:

Ethnography of communication is an approach to discourse research that investigates the sequential organisation of talk as a way of accessing participants' understandings of, and collaborative means of organising the forms of social interaction. The objective of current research is to explore the speech of the education minister and how he uses his language indirectly talking on solid innovations. The sample online recordings of the education minister are transcribed in close detail to allow for a fine analysis of the design, exchange, and coordination of actions within the delivery of new implementations. This paper will introduce intellectual foundations of discourse analysis outline its approach to data collection and transcription; illustrate its analytical procedures; and discusses the application of ethnography of communication in the education minister’s speech while addressing the teachers. The results suggest that the use of indirectness and implicit speech making strategies foster the politeness act in public speech. We can conclude that the politicians’ speech delivered to the public may be researched more and it might be a part of discourse competence of English language learners. The future direction of ethnography of communication may focus on transnational context comparing the different countries and education minister’s speech which may help English teachers to teach culture and spoken discourse better. Keywords: Ethnography of communication; educational leadership; discourse; speech community; speech event

APA, Harvard, Vancouver, ISO, and other styles

21

Rosenthal, Trudy T. "Using Ethnography to Study Nursing Education." Western Journal of Nursing Research 11, no. 1 (February 1989): 115–27. http://dx.doi.org/10.1177/019394598901100110.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Lee Heinonen, Henry. "Ethnography as Education, Alone and Otherwise." Anthropology News 57, no. 9 (September 2016): e72-e73. http://dx.doi.org/10.1111/an.130.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Nesbitt, Eleanor. "Ethnography, Religious Education, andThe Fifth Cup." Religion & Education 40, no. 1 (January 2013): 5–19. http://dx.doi.org/10.1080/15507394.2013.745364.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Maxwell, Madeline M. "Ethnography & Education of Deaf Children." Sign Language Studies 1047, no. 1 (1985): 97–108. http://dx.doi.org/10.1353/sls.1985.0003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Fleming, K. "What can ethnography offer: methodological reflections and case studies." Bulletin of the Karaganda University. Philology series 101, no. 4 (December 30, 2020): 53–59. http://dx.doi.org/10.31489/2020ph4/53-59.

Full text

Abstract:

This paper discusses the advantages and challenges of ethnography as a research method, especially as applied to the study of language in complex multilingual contexts. In this paper, we briefly outline the theoretical and methodological foundations of ethnography, and then we reflect on our own experiences as researchers making use of this method in two different contexts — Hong Kong (Fleming) and Kazakhstan (Smagulova). We conclude by suggesting possible benefits of ethnography and ethnographically-informed approaches in relation to the study of language and education in Kazakhstan. The authors of this article specialize in the fields of language, society, and education; accordingly, the insights we offer might be of particular interest for scholars doing research in similar domains. However, we do acknowledge that the potential of the methodological application of ethnography transcends language studies. Indeed, ethnographic methods have contributed substantially to knowledge production across various academic disciplines. The strength of ethnography as a method, we believe, lies in its capacity to generate rich, deep, and context-sensitive data whether used separately or together with other approaches in multi-dimensional studies. Kazakhstan is a context where relatively few ethnographic studies have taken place, and which might benefit greatly from further studies of this type.

APA, Harvard, Vancouver, ISO, and other styles

26

Page, Reba, Yvette Samson, and Michele Crockett. "Reporting Ethnography to Informants." Harvard Educational Review 68, no. 3 (September 1, 1998): 299–335. http://dx.doi.org/10.17763/haer.68.3.4270327254w5871v.

Full text

Abstract:

The value of reporting research to the people who agree to participate in it has been accepted as commonplace in the last ten to fifteen years, especially in applied disciplines such as education. However, there are few detailed accounts of what actually happens when university researchers and school practitioners engage in conversation over knowledge about schooling. There is even less evidence about how, when, where, or for whom the process might be valuable. In this article, Reba Page, Yvette Samson, and Michele Crockett provide such an account. They first describe their experience with teacher seminars in which they reported their research to members of two high school science departments in whose classes they had studied curriculum extensively. They then interpret these experiences from three orientations.

APA, Harvard, Vancouver, ISO, and other styles

27

Sabry, Tarik. "Ethnography as thrownness and the face of the sufferer." European Journal of Cultural Studies 24, no. 4 (February 24, 2021): 816–31. http://dx.doi.org/10.1177/1367549421994577.

Full text

Abstract:

This article provides a self-reflexive account of ethnographic research conducted on the outskirts of Burj Al Brajneh, a Palestinian refugee camp in Beirut, run by Hezbollah. It focuses on ethnographic research conducted with a Syrian refugee family including the mother, father and three children. The research is well captured, in hindsight, by Sarah Pink’s definition of ethnography as a ‘reflexive and experiential process through which academic and applied understanding, knowing and knowledge are produced’. The article demonstrates how the ethnographer’s experience with the refugee children was marked, regardless of long and diligent preparations, by several dislocations: methodological, sensorial and epistemic. The ethnographer pursued a non-media-centric approach allowing him to explore both the refugee family’s media uses as well as the lived, everyday conditions that marked their media uses. The primary aim of the article is three-pronged: (a) to provide an ethnographic description and analysis of the media worlds in a Hizbullah area in South Beirut, (b) to analyse media uses and aesthetics of violence in the context of war/refugees’ lives and (c) to theorise using the Heideggerian concept of thrownness, the entangled and affective regime that emerges during the ethnographic encounter.

APA, Harvard, Vancouver, ISO, and other styles

28

Toohey, Kelleen. "From the Ethnography of Communication to Critical Ethnography in ESL Teacher Education." TESOL Quarterly 29, no. 3 (1995): 576. http://dx.doi.org/10.2307/3588076.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Walford, Geoffrey. "For ethnography." Ethnography and Education 4, no. 3 (September 2009): 271–82. http://dx.doi.org/10.1080/17457820903170093.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Patton, Susan. "Focused Ethnography in Gerontological Research and Education." Innovation in Aging 4, Supplement_1 (December 1, 2020): 13. http://dx.doi.org/10.1093/geroni/igaa057.041.

Full text

Abstract:

Abstract Gerontological researchers often use qualitative methods to understand beliefs, values, and shared practices. Focused ethnography (FE) has emerged as a form of qualitative research focused on a specific issue or shared experiences in sub-cultures in specific settings, such as older adults experiencing chronic illness. However, examples of FE in gerontological research literature are few and there is limited methodological guidance on using FE. This presentation provides descriptions of FE based on existing literature and experience in ethnographic research. A systematic review of extant literature was conducted using CINAHL Complete, MEDLINE Complete (Ebsco), and PubMed. Published studies using FE are summarized to demonstrate the methodological foundation and the versatility of FE in exploring health issues in different populations and specific groups of older adults. Nursing students completing a course in chronic illness were trained to conduct an FE on one of the patients in their care. Students were provided a semi-structured interview guide based on the eight questions in Kleinman’s Patient’s Explanatory Model of Illness. The focused ethnographies were then analyzed by qualitative content analysis. Beliefs older adults hold about their chronic illness fell into three categories: regretting lifestyle choices, grieving loss of self, and finding a “new normal”. Focused ethnography is a relevant research method that can be used to understand health behavior of older adults and can be used to teach and evaluate cultural competency in nursing students.

APA, Harvard, Vancouver, ISO, and other styles

31

Kotarba, Joseph A. ":Interpretive Ethnography: Ethnographic Practices for the 21st Century." Symbolic Interaction 21, no. 3 (August 1998): 329–31. http://dx.doi.org/10.1525/si.1998.21.3.329.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Ірина Поліщук. "ІДЕЇ Т. Д. ДЕМ’ЯНЮК ЩОДО ВИКОРИСТАННЯ ПЕДАГОГІКИ НАРОДОЗНАВСТВА У НАЦІОНАЛЬНО-ПАТРІОТИЧНОМУ ВИХОВАННІ МОЛОДШИХ ШКОЛЯРІВ." International Academy Journal Web of Scholar, no. 3(45) (March 31, 2020): 56–61. http://dx.doi.org/10.31435/rsglobal_wos/31032020/7010.

Full text

Abstract:

The article is devoted to the analysis of the creative inheritance of T. D. Demianiuk on the use of ethnography in the national-patriotic education of junior students. Her main works are characterized in the article, among them: “Education of the spirituality of students of the comprehensive school by means of ethnography”; “The use of folk pedagogical deontology in the creation of a national education system”; “Calendar-ritual holidays at school: Part 1. Winter cycle”; “Calendar- ritual holidays at school: Part 2. Spring cycle”; “The revival of folk traditions. Part 3. Summer cycle of calendar and ritual holidays”; “Celebration of calendar and ritual holidays in modern school. Part 4. Autumn cycle”; “The content and methodology of ethnographic work in modern school: ethnographic work in extracurricular activity” and others Based on the analysis of the pedagogical ideas of T. D. Demianiuk and the analysis of the educational system of elementary school teachers in Rivne region, organized according to her ideas, the basic means of pedagogy of ethnography are distinguished and characterized. All of them can help to bring up a decent citizen of the country and prepare future teachers to use effectively of pedagogy of ethnology in the national-patriotic education of junior students.

APA, Harvard, Vancouver, ISO, and other styles

33

Ramos, Teresa. "Critical race ethnography of higher education: Racial risk and counter-storytelling." Learning and Teaching 6, no. 3 (December 1, 2013): 64–78. http://dx.doi.org/10.3167/latiss.2013.060306.

Full text

Abstract:

The Ethnography of the University Initiative (EUI) joins a long history of critique, challenge and transformation of higher education. EUI courses are an important site for the creation of non-traditional narratives in which students challenge 'business-as-usual' in higher education. For under-represented students, this includes inquiry and analysis of the racial status quo at the University. In this article, I provide a student's perspective on EUI through my own experiences with EUI research as both an undergraduate and later graduate student investigating race and racism at the University of Illinois at Urbana-Champaign (U of I). Using ethnographic methods and drawing on critical race theory, I provide two examples of EUI research that critiqued the University's management of race. The first example is a collaborative ethnography of the Brown versus Board of Education Commemoration at U of I – a project that I joined as an undergraduate (Abelmann et al. 2007); and the second is my own dissertation on 'racial risk management', a project that emerged from my encounter with EUI. I discuss both projects as examples of Critical Race Ethnography, namely works based on empirical research that challenge institutions' racial composition, structure and climate.

APA, Harvard, Vancouver, ISO, and other styles

34

Harrison, Neil. "Grounded TheoryorGrounded Data?:theProductionofPowerandKnowledgeinEthnographic Research." Australian Journal of Indigenous Education 32 (2003): 101–6. http://dx.doi.org/10.1017/s1326011100003860.

Full text

Abstract:

AbstractThis paper concerns my own reflections on ethnographic research with Indigenous students studying at university. I began the research by using the methodology of interpretive ethnography to discover what constitutes success for Indigenous students studying at university. But after some unflattering critiques of my initial interpretation of the data, I returned to the drawing board to reflect on the methods that I had used to organise and structure the data in my interpretation. This led me to the critical ethnographers who helped me to look back on my initial positioning to see things that I could not see before. The paper consists of critical reflections on how power and knowledge are produced through the ethnographer’s methodology to suggest that knowledge is not just found in the field or in the data but is also negotiated and produced through the relation between the participant and ethnographer. It is this relation that governs how the data are collected and what the ethnographer can find.

APA, Harvard, Vancouver, ISO, and other styles

35

Borman, Kathryn M., and Alan Peshkin. "What Color Is Your Ethnography?" Educational Researcher 21, no. 6 (August 1992): 27. http://dx.doi.org/10.2307/1176506.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Guo, Ruth X. "Video Ethnography in Teacher Preparation." International Journal of Learning: Annual Review 17, no. 7 (2010): 297–312. http://dx.doi.org/10.18848/1447-9494/cgp/v17i07/47148.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Rankin, Janet. "Conducting Analysis in Institutional Ethnography." International Journal of Qualitative Methods 16, no. 1 (October 30, 2017): 160940691773447. http://dx.doi.org/10.1177/1609406917734472.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Rankin, Janet. "Conducting Analysis in Institutional Ethnography." International Journal of Qualitative Methods 16, no. 1 (October 30, 2017): 160940691773448. http://dx.doi.org/10.1177/1609406917734484.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Dickens, David R. "Whither Ethnography?:What's Wrong With Ethnography?;The End(s) of Ethnography." Symbolic Interaction 18, no. 2 (May 1995): 207–16. http://dx.doi.org/10.1525/si.1995.18.2.207.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Atkinson, Paul, and Lesley Pugsley. "Making sense of ethnography and medical education." Medical Education 39, no. 2 (February 2005): 228–34. http://dx.doi.org/10.1111/j.1365-2929.2004.02070.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Harwati, Lusia Neti. "Ethnographic and Case Study Approaches: Philosophical and Methodological Analysis." International Journal of Education and Literacy Studies 7, no. 2 (April 30, 2019): 150. http://dx.doi.org/10.7575/aiac.ijels.v.7n.2p.150.

Full text

Abstract:

In qualitative methods, there are various approaches that can be used to answer particular social questions, for example ethnography and case study. Two studies conducted by different researchers in China and Australia using these approaches were described and analysed in order to find out their similarities and differences in terms of philosophical and methodological perspectives, in the hope that it will provide an insightful contribution to a critical review of ethnography and case study reports. It is found that the ethnograpic study in China was clasiffied in ethnographic fieldwork, whereas the case study conducted in Australia was categorised in explanatory, multi-cases study. Furthermore, these two studies produced different knowledge within the field of education. The first study revealed that basic education were related to literacy, numeracy, and cultural characteristics of China, whereas the study conducted in Australia offered statistical data that can be used to explain minority languages maintenance program in Wollongong-Shellharbour. In relation to their methodoligal practices, however, focus group discussion and interview conducted in Zhejiang Province, China produced irrelevant data and those had been held in Wollongong, Australia, had limited participants.

APA, Harvard, Vancouver, ISO, and other styles

42

Wright, Ursula T., and Tonette S. Rocco. "Institutional Ethnography." International Journal of Adult Vocational Education and Technology 7, no. 3 (July 2016): 27–41. http://dx.doi.org/10.4018/ijavet.2016070103.

Full text

Abstract:

This paper introduces institutional ethnography (IE) as a useful and systematic process for examining organizations and work data through the lens of stakeholders, at different levels, and considering the different forces at play. Drawing from ethnomethodology, IE focuses on how everyday experience is socially organized. Ideological shifts have changed the view of research as purely technical and rational to one of social practice embedded in particular cultural, political, and historical contexts. Research has translated into partially unsuccessful practice because it negates individuals' unique experiences based on race, ethnicity, class, and gender, allowing for a monolithic view to become the given reality for all those who live in today's society. Because adult vocational education is practiced in a highly charged political context, amongst a nexus of interconnected and interdependent social processes such as federal and state legislation, program funding and planning, literacy work, and employment training, discourse sets the parameters for a person's ability or inability to navigate the structural and political subsystems that impact learning, teaching, and work. Power is critically important as an analytic focus which crosses boundaries providing researchers a view of social organization that illuminates practices that marginalize.

APA, Harvard, Vancouver, ISO, and other styles

43

Jessup, Patrica A., and Sally Lubeck. "Journeys through Ethnography: Realistic Accounts of Fieldwork:Journeys through Ethnography: Realistic Accounts of Fieldwork." Anthropology Education Quarterly 29, no. 2 (June 1998): 254–55. http://dx.doi.org/10.1525/aeq.1998.29.2.254.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Denzin, Norman K. "Performing [Auto] Ethnography Politically." Review of Education, Pedagogy, and Cultural Studies 25, no. 3 (January 2003): 257–78. http://dx.doi.org/10.1080/10714410390225894.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Abdullah, Amnah, Mohd Zaki Ishak, Robert Francis Peters, and Aisah Kasan. "CLASSROOM ETHNOGRAPHY: ADAPT OR ADOPT?" International Journal of Humanities, Philosophy and Language 2, no. 8 (December 5, 2019): 15–27. http://dx.doi.org/10.35631/ijhpl.28002.

Full text

Abstract:

Ethnography, in general, is a methodology that has been well known to many as conducted to study a culture-sharing group that could provide an understanding of a larger issue. However, ethnographic research in an educational setting is defined as research on and in educational institutions based on participant observation and/or permanent recordings of everyday life in naturally occurring settings. Then again, classroom ethnography who possess a family resemblance to ethnography is not well understood to many qualitative researchers in this region. Its value in the body of knowledge is not well understood also. In order to appreciate the value of this methodology, the history and development of this research with relation to science education could better enlighten the research community of its value and appropriateness in this region rich in its diverse culture and ethnicity. Different scholars have different scope and perspectives in understanding ethnography. The aim of this article is to open up new research directions in research methodologies for potential local postgraduates.

APA, Harvard, Vancouver, ISO, and other styles

46

Au, Anson. "What a highly controversial ethnography says about tensions, problematizations and inequality in contemporary ethnographic practice and regulation." Qualitative Research Journal 20, no. 1 (December 17, 2019): 140–51. http://dx.doi.org/10.1108/qrj-07-2019-0056.

Full text

Abstract:

Purpose The purpose of this paper is to illuminate how inequality – in the way ethnography as a research tool itself is used – underwrites many of the methodological tensions in the recently published and widely-debated On the Run: Fugitive Life in an American City by Alice Goffman. Design/methodology/approach The author conducts an in-depth, critical analysis of On the Run as an epistemological case to visualize methodological and moral challenges that burden ethnographic practice at large. Findings The author opens dialogue on undercover ethnography, the overreach of institutional review boards, privilege in the use of ethnography as a research tool, “Othering” and the exoticization of the underclass, and the boundary shift from observer to participant roles with deep immersion. The author unpacks these areas of contention toward the construction of a potential alternative combining public sociology with what is called a sociology of compassion. Originality/value While the book provides an intimate, rich account of the experience of law among the underclass, the author demonstrates that it constitutes an epistemological case ideal for examining how the issues of pre-fieldwork preparation, positionality and deep immersion are conceived – and problematized – in mainstream ethnographic practice.

APA, Harvard, Vancouver, ISO, and other styles

47

Schensul, Jean J., Maria Gonzalez Borrero, and Roberto Garcia. "Applying Ethnography in Educational Change." Anthropology & Education Quarterly 16, no. 2 (June 1985): 149–64. http://dx.doi.org/10.1525/aeq.1985.16.2.04x0633i.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Miller, J. Mitchell, and Richard Tewksbury. "The Case for Edge Ethnography." Journal of Criminal Justice Education 21, no. 4 (December 2010): 488–502. http://dx.doi.org/10.1080/10511253.2010.516566.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Spindler, George. "Using Visual Stimuli in Ethnography." Anthropology & Education Quarterly 39, no. 2 (June 2008): 127–40. http://dx.doi.org/10.1111/j.1548-1492.2008.00012.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Delamont, Sara, and Peter Woods. "Inside Schools: Ethnography in Educational Research." British Journal of Educational Studies 35, no. 2 (June 1987): 174. http://dx.doi.org/10.2307/3121446.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!